Tetyana Hoggan‐Kloubert
Biographic Data
| ID | 5688405 |
|---|---|
| NAME | Tetyana Hoggan‐Kloubert |
| GIVEN NAMES | Tetyana |
| FAMILY NAME | Hoggan‐Kloubert |
| SIGNATURE | KLOUBERT T H |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0000-0002-3316-6491 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Rethinking learning in working life: Beyond generational explanations
Generational language is pervasive in contemporary discussions of work. It circulates easily across public debate, organisational practice, and research. Younger workers are said to value flexibili
Self-directed lifelong education and learning in times of generative AI
The perfect (skills) match? Tracking a chimera of lifelong learning policy
Peace education in times of war
Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
Temporality and lifelong education and learning
Bildung und Propaganda in Kriegszeiten [Education and Propaganda in Times of War]
Adult education, democracy, and totalitarianism: A case study of the German Democratic Republic (1949-1990)
This article explores the role of adult education in supporting democracy through an examination of the former German Democratic Republic (GDR) (1949-1990). This case study presents the institutional landscape, political regulations, and key trends of adult education in the GDR, complemented by insights from educators who worked within the field during the 1970s through 1990s. Two key categories emerge from the findings: (1) ‘Learning society’: O…
In times of trouble, what is the role of lifelong education and educators
Research and practice of adult and lifelong education and educators has always been tinged with ethical considerations, arguments and debate. Sometimes, the ethical dimension appears muted – such as when the focus is on attitudes to skill acquisition – but at other times, adult and lifelong education is positioned as a distinct force of good through its role in realising social justice, personal realisation and spiritual goals. While it would nev…
Social justice through lifelong education: The balancing of self-directed learning outcomes towards ourselves and others
Social movements and lifelong learning – learning for change or learning for democracy
Artificial intelligence (AI), conversational agents, and generative AI: Implications for adult education practice and research
The AI era is upon us, and it is still within our power to ensure it brings prosperity for all.\n\n(Kristalina Georgieva, International Monetary Fund)\n\nCoined by McCarthy et al. (Citation1955), the term ‘artificial intelligence’ (AI) refers to the ability of a digital machine to emulate human cognition and decision-making. Ever since AI has transformed production systems and other jobs and non-job-related activities. Meanwhile, a new research a…
The European year of skills 2023: Skills for now and in the future
Lifelong education and learning has remained one of the highest prioritised topics for countries, political bodies, and enterprises for several decades while also representing a dynamic and vibrant research field and community.Within the context of lifelong education and learning policy, practice, and research, the notion of 'skills' has emerged as a crucial approach and theme that has gathered significant attention in Europe and beyond.The empha…
Civic lifelong education: Fostering informed citizenship amidst global challenges and democratic transformations
Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023;Hurtado, 2019;Krzywosz-Rynkiewicz & Kennedy, 2022;Petrie et al., 2019).The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with com…
Lifelong, lifewide learning for the new abnormal and how digital fits
Imagining the futures for lifelong education under the “promissory legitimacy” of international organisations
What’s in a name – lifelong education or development
The International Journal of Lifelong Education regularly draws attention to shifts in the delivery modes of education and changes that need to be addressed to reshape the future of the planet and human experience (Milana et al., Citation2023). These reflections continue in this editorial, which considers the underlying purposes of adult education in a climate where the link between education and the rhetoric of human capital grows ever closer
Critiques and evolutions of transformative learning theory
This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow’s theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the International Journal of Lifelong Education. This article then shows how these critiques played a larger role in the evolution of t…
The European year of skills 2023: Skills for now and in the future
Lifelong education and learning has remained one of the highest prioritised topics for countries, political bodies, and enterprises for several decades while also representing a dynamic and vibrant research field and community.Within the context of lifelong education and learning policy, practice, and research, the notion of 'skills' has emerged as a crucial approach and theme that has gathered significant attention in Europe and beyond.The empha…
In times of trouble, what is the role of lifelong education and educators
Research and practice of adult and lifelong education and educators has always been tinged with ethical considerations, arguments and debate. Sometimes, the ethical dimension appears muted – such as when the focus is on attitudes to skill acquisition – but at other times, adult and lifelong education is positioned as a distinct force of good through its role in realising social justice, personal realisation and spiritual goals. While it would nev…
Artificial intelligence (AI), conversational agents, and generative AI: Implications for adult education practice and research
The AI era is upon us, and it is still within our power to ensure it brings prosperity for all.\n\n(Kristalina Georgieva, International Monetary Fund)\n\nCoined by McCarthy et al. (Citation1955), the term ‘artificial intelligence’ (AI) refers to the ability of a digital machine to emulate human cognition and decision-making. Ever since AI has transformed production systems and other jobs and non-job-related activities. Meanwhile, a new research a…
Civic lifelong education: Fostering informed citizenship amidst global challenges and democratic transformations
Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023;Hurtado, 2019;Krzywosz-Rynkiewicz & Kennedy, 2022;Petrie et al., 2019).The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with com…
What’s in a name – lifelong education or development
The International Journal of Lifelong Education regularly draws attention to shifts in the delivery modes of education and changes that need to be addressed to reshape the future of the planet and human experience (Milana et al., Citation2023). These reflections continue in this editorial, which considers the underlying purposes of adult education in a climate where the link between education and the rhetoric of human capital grows ever closer
Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
Lifelong, lifewide learning for the new abnormal and how digital fits
Temporality and lifelong education and learning
Social movements and lifelong learning – learning for change or learning for democracy
Imagining the futures for lifelong education under the “promissory legitimacy” of international organisations
Critiques and evolutions of transformative learning theory
This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow’s theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the International Journal of Lifelong Education. This article then shows how these critiques played a larger role in the evolution of t…
Critiques and evolutions of transformative learning theory
This article traces three key critiques (insufficient consideration of emotions, insufficient attention to social interaction, and insufficient theoretical foundations) of Mezirow’s theory of transformative learning in the field of adult education, with emphasis on discussions that have played out in the pages of the International Journal of Lifelong Education. This article then shows how these critiques played a larger role in the evolution of t…
The European year of skills 2023: Skills for now and in the future
Lifelong education and learning has remained one of the highest prioritised topics for countries, political bodies, and enterprises for several decades while also representing a dynamic and vibrant research field and community.Within the context of lifelong education and learning policy, practice, and research, the notion of 'skills' has emerged as a crucial approach and theme that has gathered significant attention in Europe and beyond.The empha…
Civic lifelong education: Fostering informed citizenship amidst global challenges and democratic transformations
Amidst times of wars, societal conflicts, global climate change and polarisations that are perceived as threats to democratic coexistence, there is a recurring call in the public discourse for the strengthening of civic lifelong education (Banks et al., 2023;Hurtado, 2019;Krzywosz-Rynkiewicz & Kennedy, 2022;Petrie et al., 2019).The pressing need to foster an informed and engaged citizenry becomes increasingly evident as societies grapple with com…
Lifelong, lifewide learning for the new abnormal and how digital fits
Imagining the futures for lifelong education under the “promissory legitimacy” of international organisations
What’s in a name – lifelong education or development
The International Journal of Lifelong Education regularly draws attention to shifts in the delivery modes of education and changes that need to be addressed to reshape the future of the planet and human experience (Milana et al., Citation2023). These reflections continue in this editorial, which considers the underlying purposes of adult education in a climate where the link between education and the rhetoric of human capital grows ever closer
Adult education, democracy, and totalitarianism: A case study of the German Democratic Republic (1949-1990)
This article explores the role of adult education in supporting democracy through an examination of the former German Democratic Republic (GDR) (1949-1990). This case study presents the institutional landscape, political regulations, and key trends of adult education in the GDR, complemented by insights from educators who worked within the field during the 1970s through 1990s. Two key categories emerge from the findings: (1) ‘Learning society’: O…
In times of trouble, what is the role of lifelong education and educators
Research and practice of adult and lifelong education and educators has always been tinged with ethical considerations, arguments and debate. Sometimes, the ethical dimension appears muted – such as when the focus is on attitudes to skill acquisition – but at other times, adult and lifelong education is positioned as a distinct force of good through its role in realising social justice, personal realisation and spiritual goals. While it would nev…
Social justice through lifelong education: The balancing of self-directed learning outcomes towards ourselves and others
Social movements and lifelong learning – learning for change or learning for democracy
Artificial intelligence (AI), conversational agents, and generative AI: Implications for adult education practice and research
The AI era is upon us, and it is still within our power to ensure it brings prosperity for all.\n\n(Kristalina Georgieva, International Monetary Fund)\n\nCoined by McCarthy et al. (Citation1955), the term ‘artificial intelligence’ (AI) refers to the ability of a digital machine to emulate human cognition and decision-making. Ever since AI has transformed production systems and other jobs and non-job-related activities. Meanwhile, a new research a…
The perfect (skills) match? Tracking a chimera of lifelong learning policy
Peace education in times of war
Skills, skills, skills! The European Commission’s endorsement of a Skills-First approach and the future of adult education and lifelong learning
Temporality and lifelong education and learning
Bildung und Propaganda in Kriegszeiten [Education and Propaganda in Times of War]
Rethinking learning in working life: Beyond generational explanations
Generational language is pervasive in contemporary discussions of work. It circulates easily across public debate, organisational practice, and research. Younger workers are said to value flexibili
Self-directed lifelong education and learning in times of generative AI
Lifelong learning (15 works) · Adult education (14 works) · Pedagogy (14 works) · Sociology (13 works) · Global Educational Policies and Reforms (8 works) · Political science (8 works) · Psychology (8 works) · Global Education and Multiculturalism (5 works) · Politics (5 works) · Youth Education and Societal Dynamics (5 works)